New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data

• Published in: Contemporary educational psychology Vol. 31; no. 1; pp. 64 - 96
• Main Authors: Schmitz, Bernhard, Wiese, Bettina S.
• Format: Journal Article
• Language: English
• Published: San Diego, CA Elsevier Inc 2006; Elsevier; Elsevier BV
• Subjects: Biological and medical sciences; Civil Engineering; College Students; Diaries; Diary; Educational psychology; Emotion; Engineering Education; Foreign Countries; Fundamental and applied biological sciences. Psychology; Germany; Higher Education; Independent Study; Intervention; Learning; Learning behavior; Motivation; Process; Program Effectiveness; Program Evaluation; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Pupil and student. Academic achievement and failure; Self Paced Instruction; Self regulation; Study time; Time series; Time-series analyses; Training; Germany; Training; Motivation; Time-series analyses; Process; Study time; Emotion; Diary; Learning behavior; Self-regulation; Self learning; Human; Evaluation; Data analysis; Time series; Emotion emotionality; Learning; Acquisition process; Self regulation
• ISSN: 0361-476X; 1090-2384
• DOI: 10.1016/j.cedpsych.2005.02.002

The present study combines a standardized diary approach with time-series analysis methods to investigate the process of self-regulated learning. Based on a process-focused adaptation of Zimmerman’s (2000) learning model, an intervention (consisting of four weekly training sessions) to increase self-regulated learning was developed. The diaries were applied to evaluate this intervention. A sample of 40 civil engineering students participated and 21 of them answered questions in standardized diaries over a five-week period. The effectiveness of the intervention was demonstrated using trend analyses that evinced significant improvements in self-regulatory behavior. In addition, interrupted time-series analyses and control group comparisons confirmed essential treatment effects. The results demonstrate the advantages of using standardized diaries to obtain ecologically valid data on daily learning.